Which University Ranking is best for you? Valeriy Platonov, Grigoriy Sapunov www.courseon.org

THE World University Rankings

THE methodology Industry Income – innovation (2.5%) International diversity (5%) Teaching – the learning environment (30%) Research – volume, income and reputation (30%) Citations – research influence (32.5%)

QS Top Universities

QS methodology Academic peer review (40%) Faculty student ratio (20%) Citations per faculty (20%) Recruiter review (10%) International orientation (10%)

Academic Ranking of World Universities (ARWU)

ARWU methodology # of alumni winning Nobel Prizes and Fields Medals (10%) # of staff winning Nobel Prizes and Fields Medals (20%) # of highly cited researchers selected by Thomson Scientific (20%), # of articles published in journals of Nature and Science (20%), # of articles indexed in Science Citation Index - Expanded and Social Sciences Citation Index (20%) per capita performance (on the indicators above) with respect to the size of an institution (10%)

Growing Trends of Profiled Rankings THE By field Top 100 under 50 World reputation ranking BRICS and emerging economies Asia University Rankings Compare Universities QS By faculty By program By courses By subject By region Top 50 under 50 ARWU By field By subject Others rankings Online education institutions, programs, courses Best internship High-paying jobs Value for tuition By most powerful women By criminal records By drug usage By best parties

Ranking should have multiple model The right ranking is personalized, which satisfy your goals, objectives, mission, values http://virtualoutworlding.blogspot.ru/2012/01/kit-about-this-blog-mission-goals.html

Directions in university multiple model ranking Sudent choice Level of study Areas of study Specialized vs broad/comprehensive university Size of institution Expert ranking Teaching & Learning Research Knowledge Transfer International Orientation Regional Engagement

Personalized ranking other formative description data should be taken into account, which are not usually presented in the known league tables (U-multirank is on the way) as employment opportunities, tuition fee, accommodation, campus facilities, proximity to home etc…

The components of University education Formal learning Non-formal learning Informal learning

Formal learning normally delivered by trained teachers in a systematic intentional way within university, is always organised and structured, and has learning objectives. From the learner’s standpoint, it is always intentional: i.e. the learner’s explicit objective is to gain knowledge, skills and/or competences. Example: university courses http://www.oecd.org/education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm

Informal learning is a general term for learning outside of a standard school setting. It can refer to various forms of alternative education. Informal learning occurs through the experience of day-to-day situations, which typically take place naturally and spontaneously as part of other activities. It is learning from life, play, exploring, etc. Example: situated and spontaneous learning, during a meal at table with peers or professors http://www.oecd.org/education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm

Non-formal learning is organized learning outside the formal learning system, which do not either have the level of curriculum, syllabus, accreditation and certification associated with 'formal learning', but have more structure than that associated with 'informal learning. Example: learning by coming together with people with similar interests and exchanging viewpoints, in clubs or in youth organizations, workshops. http://www.oecd.org/education/skills-beyond-school/recognitionofnon-formalandinformallearning-home.htm

Where did the 80% come from? http://blog.learningelevated.com/archives/165

Marcia Conner (2005) :“Most learning doesn’t occur in formal training programs. It happens through processes not structured or sponsored by an employer or a school. Informal learning accounts for over 75% of the learning taking place in organizations today.” http://www.informl.com/where-did-the-80-come-from/

Allen Tough (Ontario Institute for Studies in Education of the University of Toronto, 1999) “Another finding was that we were looking at all learning efforts, including ‘professionally planned’ or ‘academic or institutional’ or whatever you want to call them; formal. We found a 20/80% split.  http://www.informl.com/where-did-the-80-come-from/

Princeton University Learning Philosophy 70/20/10 formula Princeton University Learning Philosophy 70/20/10 formula* that describes how learning occurs: 70% from real life and on-the-job experiences, tasks and problem solving – informal learning, 20% from feedback and from observing and working with role models. 10% from formal training. http://www.informl.com/where-did-the-80-come-from/

In the known rankings (THE, QS, ARWU) the most indicators refers to formal learning (as for bachelor level), whereas “most learning doesn’t occur in formal learning program” P.S. The citation and reputation indices are mostly refer to universities scientific and research activities. Formally research work starts at master level. Indeed, scientific and research internship have informal education components. But this is not less complex question how to measure the scientific work. The personalization of master or postgraduate education level certainly is necessary.

Anticipation The gap between online and face-to-face learning is decreasing with interdisciplinary, networked and online learning developments the differentiation of formal learning quality in various universities becomes less visible Ranking’s place based on formal learning quality description becomes less important

Best university rankings But informal learning will have crucial importance as well as now on condition of the formal learning quality standards performance. So we should plot the future university rankings for entrance based on the personalized formal learning ranking plus university’s informal learning quality.

email: platonov.valeriy@gmail.com @valeriy_platon Valeriy Platonov Tel. +7(499)5038778, 5038787, +7(910) 4687936 email: platonov.valeriy@gmail.com @valeriy_platon https://plus.google.com/u/0/+ValeriyPlatonov/ http://ru.linkedin.com/pub/valeriy-platonov/26/14a/a13/ Grigory Sapunov Tel. +7(903)7838285 email: grigory.sapunov@gmail.com https://plus.google.com/u/0/+GrigorySapunov/ http://www.linkedin.com/in/grigorysapunov 23